Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student

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Do Kansas schools address multicultural needs of exceptional students in transition practices? A survey of special educators in grades 9-12 with direct experience in transition planning for culturally and/or linguistically diverse student

Scott, Robert Bruce

Since 1990, IDEA has required a transition-focused IEP for adolescents with special needs.

There have been limited data on whether culturally and/or linguistically diverse (CLD) students in

Kansas were receiving transition services to mitigate or remedy their marginalized, disenfranchised,

and dis-empowered status. This study examined transition practices for CLD students with special

needs in Kansas. The hypothesis tested was that Kansas schools address the multicultural needs of

exceptional students in transition practice. There were two research questions. First, do considerations

of multicultural needs figure into transition practices in Kansas schools? Second, are multicultural

needs taken into account to a greater extent in certain areas of transition?

A review of research literature yielded multicultural considerations relevant to the five domains